(Unit 2 – Week 20)
Department of Education
Republic of the Philippines
Mother Tongue Based Multilingual Education – Grade 1
Teacher’s Guide: Ilokano
First Edition, 2013
ISBN: 978-971-9981-76-3 Republic Act 8293, section 176 indicates that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may among other things, impose as a condition the payment of royalties.
The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Br. Armin Luistro FSC
Undersecretary: Dr. Yolanda S. Quijano
Assistant Secretary: Dr. Elena R. Ruiz
Printed in the Philippines ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
(Teacher introduces concept by asking questions about the topic to elicit pupils prior knowledge or help provide background knowledge. The teacher asks questions to get them talk and say what they know.
Ask : Ania ti ramrambaken tayo kada December 25? Ania dagiti kadawyan nga ar-aramiden tayo iti rabii ti December 25?
Show the picture of a family having their Noche Buena. The teacher allows the pupils to share their thoughts. Write their answers in the word map.
Unlocking of New/Difficult Words through actions and pictures.
Words to be unlocked:
hepe habonera lumba hamon
danarudor hawla garahe
The teacher introduces the smallbook, display the cover and points to the title explaining that these words are called title and that a title is the name of the story. The teacher points to and read the author’s and illustrator’s names, explaining to the children that an author is a person who writes the story and the illustrator is one who draws the pictures for the story. They talk about the title and ask the pupils to predict what the story might be about. Preview the books illustration on page 1 to help children make their predictions.
The teacher presents the cover of the smallbook showing mother, father and a son helping one another in the kitchen.
Ask: Siasino dagiti kameng ti pamilia? Ania ti ar-aramidenda? Apay ngata nga adu a taraon ti isagsaganada?
First reading by the teacher (reading plan)
Teacher opens the book and read the whole story showing each page with the illustrations to the pupils.
The teacher gives pupils a chance to interact with the text. After reading a page or several pages, asks questions to help pupils predict and monitor their comprehension.
Naragsak A Paskua
Sarita ni Conchita Rarangor
Inawis da Tata Homer ken Nana Huling da Mang Hulio ken ti pamilana nga umay makipaskua idiay balayda. Naragsakan ti Henry a nakaammo nga agawid da uliteg na a Hulio a kabsat ni tatangna. Maysa isuna a “hepe” ti pulisya,
“Nanang ania ngarud ti lutuem para Noche Buena?”, sinaludsodna.“Aglutuakto ti sinuman, tupig, pansit, macaroni ken tay paborito ni ulitegmo a bibingka a kahoy”, kinunana.
“Ala anak tulungannak nga agdalus ditoy balay ket dandanidan sumangpeten. Bayat pinagdaldalusda ket nakangeg ti danarudor ti lugan ni Henry. Timmaray a rimmuar tapno kitaen na iti simmangpet.
“Tatang, Nanang addan da uliteg Henry,’’ impigsana. “Hello ikit, uliteg, kumusta kayo?” sana inyawat ti imana tapno agmano.” Hello! insan nagguapo kan,” inyangaw na sana inabrasa.
Simrek da ngarud ti uneg nga bitbit ni Mang Hulio ti maysa a dakkel a kahon.
Sinabat ida ni Nana Huling sana kinuna, “ Ala aginanana kayo pay lang.” “Pagiin-nanaanyo agmiryenda kayo ading ta innak mangisagana’t pangaldaw tayo,” kinunana.
“Manang, apay kasla awan ni Manong?”,saludsod ni Mang Hulio.
“Adda dita garahe ading inka danunen, siguro saan na nadlaw ti isasangpetyo,” insungbat met ni Nana Huling.
Napan ngarud diay garahe ni Mang Hulio. “Kumusta Manong, ania aya dayta pakakumikumam?”, sinaludsod na. “A,e…, adda kay gayamen ading”. “Kaasi ni Apo nasalunaat kam met”. “ Madamak man a tarimaanen toy hawla dagitoy taraken a kuneho daytoy kaanakam, ikkakman ti rehas na tapno makalang-ab da ti presko nga angin,” insungbat manen ni Mang Homer.
“Tatang, uliteg mangan tayon,” awis ni Henry. Naragsakda a nagpipinnadamag bayat pinnanganda.
Iti mumalen oras alas tres makumikom da Nana Huling ken Nana Heling nga mangisagsagana’t makmakan para Noche Buena.
Bayat panagsagsaganada adda met da Henry ken Henyo diay hardin. Pinalusutan da dagiti kuneho sada pinagpipinnalumba. Nakaragragsakda ket saan payen mapuotan pinaglabas iti oras.
“Henry, Henyo isardeng yon ti agay-ayam rumabiin, inkay agbuggon ta mangrabii tayon”, kinuna,” ni Nana Huling. “ Wen ikit,” “ Wen nanang”, naggiddan da a simmungbat.
Napanda ngarud nagbuggo. Innala ni Henry ti tualya ken balde. Bitbit met ni Henyo ti habonera a pagyanan ti sabon.
Alas onse ti rabii nagriing da Nana Huling ken Nana Heling tapno inda isagana nadumaduma a makmakan para Noche Buena. Adda suman,tupig, bibingka a kahoy, pansit, macaroni ken adda pay hamon a paborito da Henry ken Henyo. Inkabilda dagitoy iti dadakkel a pandehado.
Nadanonan ti alas dose ti rabii, naragsak da nga nagkikinnablaaw sada pinagsasangoan inda insagana. Naragsakda a nagi-innawat regalo kas paset ti pinagkikinnablaawda.
Lead the class to answer the motive questions.
Divide the class into four groups and give each group an activity. The discussion of the story follows and the small group activities are presented as the discussion goes on.
Ania ti Paulo ti sarita?
Siasino dagiti nagaken ti sarita?
Ania ti ar-aramiden da Nana Huling and Henry kabayatan ti pagur-urayda kenni Mang Hulio ken ti pamiliana?
Ania ti narikna ni Henry idi naammuanna nga agbakasyo da Uncle na Hulio iti yanda?
Group I – Draw Henry’s face when he learned that his Uncle Henry and his family will take their vacation. Describe his feelings too.
Ania ti inaramid ni Henry idi adda nangngegna nga uni ti lugan a nagsardeng ti sango ti balayda?
Ania ti inaramidna idi nakitana ida?
No sika ni Henry, kasta met ti aramidem?
Ania ti impakita ni Henry?
Group II will dramatize how Henry met his relatives infront of their house.
Ania ti insagana ni Nana Huling a para Noche Buena?
Nagustuan kadi dagiti bisitada?
Agissagsagana met ni nanang mo ti Noche Buena? Ania dagitoy?
Group III – Complete the Venn Diagram
(picture of food prepared by Nana Huling for their noche buena)
Choose from the words below.
spaghetti fruit salad
cassava cake macaroni
fried chicken tupig
Naragsak kadi ni Henry iti damo ti sarita?
Sadino ti ayan ni Tata Homer? Ania ti ar-aramidenna didiay?
Sadino ti nagay-ayaman dagiti dua nga ubbing ti kuneho?
Ania ti nangparagrak kadakuada ti gibus ti sarita?
Ania a saguday ti maadaw iti daytoy a sarita?
Group IV- will arrange the picture as they happen in the story.
Read the Story Using the Reading Plan
Read the story following Steps 2-5 of the Reading Plan. Move the pointer smoothly under the words as you and they read.
Do the Matching Word activity
Select the Matching Word cards that you prepared for the Shared Reading Story.
Give one of the Matching Word cards to a volunteer. (If you are using a small book, write the words one by one on the CB instead of on word cards.)
Tell the volunteer to point to the matching word in the story. (If you are using a small book, tell the student to point to that word on the page.) Help them if they have trouble finding the word and praise them when they are correct. Do this with each Matching Word card (or word on the CB) that you selected.
Do the Hide-a-Word activity.
Find the first sentence you chose for the Hide-A-Word activity. Read that sentence with the students.
Then hold a small piece of paper over one of the important words in that sentence...
Re-read the sentence, including the word that is covered. Ask the students, “Which of the words in that sentence did I cover?”
If they say the correct word, uncover the word and praise them. Then read the sentence again.
If they say the wrong word, point to the word they said and show them that this is NOT the word that is covered. Read the sentence again, using the pointer to show them the words they are reading. Let them try again to say the word.
Do this with the other two “Hide-A-Word” sentences.
Lead the class to sing the song written on the board.
Idi ubingak a bassit
Innalanak ti ansisit
Diay sirok ti kamantiris
Sinno ti nangala ti ubing?
Inan-ano ti ansisit ti ubing?
Sadino ti nangidardarumpisan na?
Review: Raise your right hand if the word is a proper noun and clap twice if it is a common noun.
aso Elmer mangisursuro
Tagpi Nana Huling dentist
Brownie sapatos plasa
Listen as the teacher reads the poem.
Ti Tagtagainep ni Tata Manning Nagtagtagainep ni Tata Manning
Kadduana da Hannah, Mely ken Huling
Nagpaspasiarda agraman taraken na a pusa, aso ken kalding
Ket dida nadnadlaw nakadanon da’t Sallagonting.
Sadiay nakitada ni Tata Berting nga agburburas ti mangga ken bayabas
Nangalada dagiti ubbing ti basket pagyanan binurasda a dagiti prutas
Dadakkel nga uhales ti inkabilda iti trahe de boda.
Liningta ni Helen ti kahoy.
Inadaw na iti kahoy iti bandehado.
Hinarana ti inhiniyero ni Hana iti hardin.
Naalsem iti kahel a binurasda idi Huebes.
Picture And Key Word
Introduce the keyword picture.
Point to the picture then tell the children , “Daytoy ket hamon.”
[Let the children respond briefly. Don’t try to get them to talk about the picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point to the key word and read it to the children. Keep pointing to the key word as you read it with the children 2-3 times.
Do the syllable boxes activity (IMPORTANT: Do this only if the keyword has more than one syllable. If only one syllable, skip this part.) Point to the keyword and read it at normal speed. Point to each syllable as you read each syllable distinctly. Read each syllable again, clapping once for each syllable. Do this again and have the students clap for syllable with you.
Do The “Breaking Word” Activity
Go to the “Breaking Word” column. Read the key word to and then with the students. Point to the part of the word with the new letter that is directly below the keyword. Read that part of the word to the children, then with the students. Continue reading each smaller part of the word. (This may take only one step or it might take 3 or 4 steps, depending on the length of the key word.) When only the new letter is left, read the new letter to the children and then with the children
Do The “Making Word” Activity
Go to the “Making Word” column. Read the new letter to the students and then with the children. Point to the part of the word directly under the new letter. Read that part of the word to the children and then with the children. Read the next bigger part of the word to and with the students. When you get back to the keyword, read it to and with the children.
Read the entire keyword lesson using Steps 2-5 of the Reading Plan.
Big Box And Word Chart
Present the Big Box, with the letters or syllables as they are shown in the Big Box for this lesson in the Primer. Make the Big Box underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the children. Read all the letters or syllables in the Big Box to the children and then with the children. Read left-to-right and then top-to-bottom. Use the pointer to point to different letters or syllables randomly. children read each letter or syllable as you point to it. Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer to come and find the letters or syllables that make the new keyword. Read the word with the children that found it. Ask the other children it that word is correct. If so, write the keyword on the “Word Chart” or on the Chalkboard and read it to and with the children. If it is not correct, ask another children to find the Key word and write it correctly on the Word Chart or Chalkboard.
Children find other words in the Big Box. Invite volunteers to find other words in the Big Box. Read the words with the children as they identify them. Ask the rest of the class if the word is correct. If not, invite another child to come and point to the correct letters.
Write all the words on the Word Chart or chalkboard.
Read all the words on the Word Chart with the students using the Reading Plan.
Sentence-Breaking And Sentence-Making
Read the Sentence-Making word to and with the children.
Hamon ti insagut ni hepe idi hinaranana ni Helen. Hamon
Hamon ti insagut ni hepe idi hinaranana ni Hamon ti
Hamon ti insagut ni hepe idi hinaranana Hamon ti insagut
Hamon ti insagut ni hepe idi Hamon ti insagut ni
Hamon ti insagut ni hepe Hamon ti insagut ni hepe
Hamon ti insagut ni Hamon ti insagut ni hepe idi
Hamon ti Hamon ti insagut ni hepe idi hinaranana ni
Hamon Hamon ti insagut ni hepe idi hinaranana ni Helen.
Do the “Sentence-Breaking” Activity.
Do the Sentence-Breaking Activity the same way you did the Word Breaking. Activity in the keyword part of the lesson.
Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to the whole sentence. the same way you did the “Making Word” activity in the keyword part of the lesson.
Read the Sentence-Breaking and Sentence-Making sentences following the Reading Plan.
Listen to some words taken from the story:
Ask what sound that they hear at the beginning of the words. Have the children repeat reading the words. Then the teacher read each word again as the children repeat after him/her.
Let the pupils play the Game “ Climb the Hill”. Group the pupils into four groups. Each group will be given the same set of exercise. The group who finish first wins the game.
Match the words with the pictures with letter Hh on the chart.
Name each picture. Check the box below the picture if it has an initial sound /h/, cross it if the picture sounds different.
Write words that starts with letter Hh.
Handwriting And Spelling Handwriting
Ask the pupils to get the picture that has letter H in the carousel.
Modeling by the Teacher.
Show the children how to write the new letter in the air and on the their hand. With your back to the children, tell the children to watch your hand as you “write” the new letter in the air. Make sure you make the letter very large so they can see you do write it. Have them practice writing the letter in the air with you. Do this about 3-4 times.
Show them how to write on the palm of one hand using the finger of their other hand. Do this 3-4 times. Trace the big letter H and small letter h on the given space.
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can see it. Children practice writing the letter on their slates or in their exercise books 10 times. Go around the room and help anyone that is having trouble forming the letter.
Children practice writing the new key word on their paper or slate. Write the new key word in a large letters on the chalkboard. You may need to write it several times so everyone can see clearly how to write it. Children write the new keyword 10 times on their slates or in their exercise books. Walk around the room to see how they are doing. Help everyone that is having trouble writing the word.
Isurat ti kurang a letra tapno mabukel ti balikas.
Dictate the key word from today”s lesson. Children write the word on their paper or slate.
Dictate the key word from the last lesson. Children write the word on their paper or slate.
Dictate 2-3 key words from earlier lessons, one by one. Children write each word.
Write the spelling words correctly on the chalkboard. Walk around the room as they write to encourage them and help them to identify their mistakes.
The teacher is expected to prepare sets of exercises that assess the following: